По развитию навыков устной речи и чтения

Методические указания

По развитию навыков устной речи и чтения

для студентов младших курсов

Технических направлений

 

 

Мурманск
Издательство МГТУ
2016

 

 

Составители –

Егорова Ирина Викторовна, ст. преподаватель кафедры иностранных языков Мурманского государственного технического университета Максимова Евгения Михайловна, ст. преподаватель кафедры иностранных языков Мурманского государственного технического университета

 

Методические указания рассмотрены и одобрены кафедрой 16 мая 2016 г., протокол № 9

 

 

Рецензент –

А. В. Малаева, доцент кафедры иностранных языков МГТУ

 

Редактор Г. В. Зобнина

 

© Мурманский государственный
технический университет, 2016

© И. В. Егорова, Е.М. Максимова,2016

 

ОГЛАВЛЕНИЕ

 

ВВЕДЕНИЕ 4

PART ONE. TECHNICAL EDUCATION

Unit 1.First Technical Schools in Russia................................................................................ 9

Unit 2.Higher Technical Education in Russia....................................................................... 55

Text A................................................................................................................................... 21

Text B................................................................................................................................... 29

Unit 3. Technical Education Abroad.................................................................................... 40

Unit 4. Technical Education in Great Britain and USA....................................................... 49

Text A................................................................................................................................... 55

Text B................................................................................................................................... 55

 

 

PART TWO. SCIENCE AND TECHNOLOGY…………..23

Unit 1. What is Engineering? (Text 1).................................................................................... 9

Unit 2. What is Engineering? (Text 2).................................................................................. 21

Unit 3. How Materials React to External Forces.................................................................. 29

Unit 4. Properties of Materials.............................................................................................. 40

Unit 5 Composite Materials................................................................................................. 49

PART THREE.FAMOUS PEOPLE OF SCIENCE AND ENGINEERING62

Unit 1. M.V.Lomonosov........................................................................................................ 9

Unit 2. M.S.Curie................................................................................................................. 21

Unit 3. J. P. Joule.................................................................................................................. 29

Unit 4. A.M.Terpigorev........................................................................................................ 40

 

ИСПОЛЬЗОВАННАЯ ЛИТЕРАТУРА……………………………………………… 86

 

ВВЕДЕНИЕ

Данные методические указания предназначены для формирования навыков устной речи и чтения у студентов 1-2 курсов технических специальностей.

Методические указания состоят из трёх частей, каждая из которых включает тексты, предтекстовые и послетекстовые лексические упражнения, целью которых является расширение активного и пассивного словаря и закрепление навыков монологической и диалогической речи. Кроме того, все разделы содержат упражнения для активизации грамматического материала, изучаемого на младших курсах.

В результате работы с данными методическими указаниями студенты должны расширить свой лексический запас за счет новых слов и терминов, научиться говорить на английском языке на темы, предусмотренные программой.

Методические указания могут быть использованы на аудиторных занятиях, как в полном объеме, так и выборочно по усмотрению преподавателя, а также для самостоятельной работы студентов.

RART 1

Technical Education

Unit 1

First Technical Schools in Russia

1. Read aloud:

[æ] — 'active, a'cademy, 'rapid, 'national, 'contact, es'tablish

[ʌ] — 'country, re'public, 'number, construction, industrial

[ɔ] — 'college, 'volume, 'foreign, 'problem, 'prospecting

[ɔː] —trans'form, im'portant, laboratory, 'call 'for

[ɜː] — 'work, 'works, 'worker, 'journal, re'search, 'metallurgy

[kw] — 'quality, 'qualified,.qualifi'cation

[k] — 'technical, me'chanical,.techno'logical,.mechani`sation

[ai] —'popularize, scientific, pro'vide, 'library

 

Read the following words and pay attention to their correct pronunciation.

appear	[ə'pɪə]
direct	[dɪ'rekt ], [daɪ(ə)'rekt]
technique	tek'niːk
establish	ɪs'tæblɪʃ
process	'prəuses
faculty	'fæk(ə)ltɪ

Learn new words and phrases.

to call for	[kɔːl fɔː]	требовать
to carry out	['kærɪ aut]	прово­дить (исследование, экспери­мент-, выполнять (план)
department	[dɪ'pɑːtmənt]	от­деление, факультет, кафед­ра
to get an education	[tu get ən ˌeʤə'keɪʃ(ə)n]	получать образование
to be in need of	[tu biː in niːd əv]	нуждаться в
to take part in	[tu teɪk pɑːt in]	участвовать в
to train	[tu treɪn]	обучать, готовить (к чему-л.)
to establish close contacts with	[tu ɪs'tæblɪʃ kləuz 'kɒntakts wɪð]	устанавливать тесные контакты с

Translate the following words into Russian.

rapid	['ræpɪd]
training	['treɪnɪŋ]
processing	['prəusesɪŋ]
directly	[dɪ'rektlɪ]
to transform	[træn(t)s'fɔːm]

 

5. а) Translate following adjectives with suffix – al

educational, technical, geological, chemical

б) Fill in the blanks with adjectives formed from the italicized nouns.

1. Russian higher schools give the young people an all-round education. The number of higher... institutions increased greatly.

2. Chemistry is an important branch of the national economy. The... industry produces plastics, synthetic materials and other products.

3. The students specialize in geology at the... institutes.

4. Scientists carry out re­search and develop different techniques. They popularized... achievements among engineers.

Read and translate the text.

A. Find in the right column Russian equivalents of the following word combinations.

Make up sentences.

1. traditions, our, interesting, has, university, many

2. an, plays, of, role, people, life, the, music, important, in

3. this, did, university, why, enter, you?

4. sport, is, what, favourite, your?

15. Translate the following sentences using the following word combinations:

there appeared; to establish close contacts with; to carry out research; to train engineers and technicians; to call for specialists;

1. Bысшие учебные заведения готовили инженеров и тех­ников для различных отраслей промышленности.

2. Ученые проводили научные исследования в различных отраслях техники.

3. Учебные заведения устанавливали тесные контакты с промышленными предприятиями.

4 Быстрое развитие промышленности в стране требовало подготовки высококвалифицированных специалистов.

5. В стране появились новые специальные учебные заведения.

 

Unit 2

Text A

In Russia young people get technical education at special institutes which train engineers for different branches of industry. The total number of students of such educational institutions includes full-time students, part-time students, correspondence course students and postgraduate students.

Russian higher educational establishments offer different spe­cializations for the students.

Higher technical schools (universities, academies, institutes and colleges) develop a wide range of courses and programs that meet the requirements of the society. They offer courses in civil engineering, hydraulic engineering, environmental engineering, electrical engineering, industrial electronics, automation, surveying, geodesy, information technology, etc.

The main trend in the development of higher technical education is the introduction of courses in environmental protection, manage­ment (environmental human resources), economics and manage­ment of industrial enterprises, marketing studies, computer-aided design (CAD) and others.

Computer science is also of great importance. The course aims at providing students with understanding how software and hardware technology helps solving problems.

Laboratory work is an important part in training specialists. Experiments in laboratories and workshops will help students to de­velop their practical skills. They have a short period of field work to gain working experience.

The students go through practical training at factories, plants and other industrial enterprises. They become familiar with all stages of production and every job from worker to engineer. Here they get practical knowledge and experience necessary for their diploma (graduation) papers.

A lot of students belong to students’ scientific groups. They take part in the research projects which their departments usually con­duct. Postgraduates carry out research in different fields of science and engineering.

Sport centers give the students opportunities to play different sports such as tennis, football, basketball, volleyball, swimming, skiing, water polo, boxing, wrestling and others.

Students graduate from technical universities as civil engineers, ecologists, electrical engineers, geologists, etc.

 

Text B

In pre-revolutionary Russia there were several higher technical schools which trained engineers. The oldest Russian engineering school was in St.Petersburg, where some well- known scientists taught outstanding Russian scientests A.P. Karpinsky, B.I. Boky and others. Among the famous scientists who lectured at the Yekaterinoslav (now Dnepropetrovsk) Technical Institute was Professor I.K. Sobo- levsky, whose subject was geodesy.

The Technological Institute in Tomsk was opened in 1900. It was the oldest industrial and cultural center of Siberia. The Tomsk Tech­nological Institute had three departments: engineering, chemical and mining. The Don Polytechnic Institute was founded in Novocherkassk in 1907. In 1916 a new Tech­nological Institute in Yekaterinburg came into existence.

The total number of students did not exceed two thousand who graduated from technical institutes each year. That was far below the number needed. It was quite obvious that the small number of these institutions could not cope with the problem of training specialists in engineering. Little wonder that there was a shortage of engineers in pre-revolutionary Russia.

After the Revolution the Moscow Technical Academy was the first higher technical educational establishment. In the early thirties the Academy established close contacts with different industrial enterprises.

The need for engineers increased so much that the Academy could not cope with the problem of train­ing a large number of specialists for the country. As a result a lot of new technical institutes appeared all over the country

In 1950 a new technical institute was founded in Kemerovo, the center of the coal and chemical industries in West Siberia. Later the Kemerovo Mining Institute was transformed into the Polytechnic Institute which is now one of the largest and most important engineering colleges in West Siberia.

Unit 3

Technical Education Abroad

1. Read aloud:

a. [ɔː] — course, board, a'broad, re'cording, be'cause

[ju:] — 'during, 'tutor, tu'ition, 'student

[ɜː] — work, con'cern, con'cerning, uni'versity

[ai] — 'science, 'final, de'sign, ap'plied

[sk] — school, 'scholarship

[ʃ] — 'special,.speciali`zation, 'specialist,.speci`ality

b. Read the following words and memorize how to pronounce them.

experiment	[ɪk'sperɪmənt ] [ek'sperɪmənt]	experimental	[ɪkˌsperɪ'ment(ə)l]
tutor	['tjuːtə]	tutorial	[tjuː'tɔːrɪəl]
astronomy	[ə'strɔnəmɪ]	astronomical	[ˌæstrə'nɔmɪk((ə)l)]

Unit 4

Text A

At present in Great Britain there are a number of universities and colleges which give instruction in mechanical engineering, civil engineering, environmental engineering, etc. These institutions provide full-time and part time education. It should be noticed that technical colleges confer diplomas on college graduates. A university graduate leaves with the degree of Bachelor of Arts or Bachelor of Science, which is an academic qualification awarded by universities.

For example, the University in Cardiff has become one of the largest in Wales. It is one of the four colleges which together with the Welsh National School of Medicine form the University of Wales.

After graduating from the college a student can be recommended for entry to the university by a college authority and he can apply for admission to the university.

At the Universities students may take several courses. It has become a tradition that the courses are based on an intensive tutorial system. It means that students are allotted to members of the teaching staff for individual tuition separately in each subject. The system is founded on that of the older universities of Great Britain.

The Newcastle Uni­versity trains industrially experienced en­gineers through various advanced courses. For many years The Newcastle Uni­versity has recognized the need for highly-qualified engineers and realized that these courses are of great importance for future engineers.

At the University a student studies for three or four years. The organization of the academic year is based on a three-term system which usually runs from about the beginning of October to the middle of December, from the middle of January to the end of March and from the middle of April to the end of June or the be­ginning of July.

Students course is designed on a modular basis. Modules are self- contained ‘units’ of study, which are taught and assessed independently of each other.

When a student passes a module, he (she) gains a credit. All modules carry a number of credits. At the end of the term, the number of credits a student gets, determines the award he (she) receives. Each module is continuously assessed by coursework and/or end-of-term examinations.

Admission to the British universities is by examination and se­lection. The minimum age for admission to the four-year course is normally 18 years. Departments usually interview all the candidates. The aim of the interview is to select better candidates.

Just over half of all university students live in colleges, halls of residence, or other accommodation provided by their university, another third lives in lodgings or privately rented accommodation; and the rest live at home.

 

Match the synonyms.

to obtain	to establish
to call for	to combine
to understand	to realize
to found	to get
to provide	to transform
to connect	to set up
to consist of	to require
to change	to supply
to receive	to be made of
to demand	to gain

TEXT B.

In the USA the basic aim of technical higher education is the train­ing of qualified specialists in a selected field of technology.

In the field of technical education they have a three-part programme: 1) The University programme for engineers and scientists. 2) The technical institute programme for engineering technicians. 3) The vocational trade programme.

The students can get technical education at special colleges and universities. For example, one of the oldest technical schools in the USA is the Colorado School. The Colorado School is situated in the industrial area of the Rocky Mountains.

The field of study includes engineering. The students may specialize in different disci­plines.

Field work is an important part of training. All students take part in a summer field course during their undergraduate programme. Different laboratories are available for study and research.

The engineering students study the basic sciences, principles and technologies, ventilation, surveying, safety, operating research, etc.

The education is fee-paying. The School collects fees at the begin­ning of each semester. Semester fees include fees for health service, athletics, student canter and others. A student will not be allowed to take final examinations or be graduated if he (or she) has debts (долги) to the college.

Discussion

Technical Schools

As is known young people who are in their last year at school are planning the next stage in their education. The variety of courses at universities and colleges is extensive but many young people don’t have any clear idea about the career they wish to follow. Those who are primarily motivated by wealth tend to choose law, business administration, economics or accountancy. Those interested in fame may choose the arts, the stage, or the media.

Except perhaps in the countries with successful manufacturing industries such as Germany and Japan, where engineers tend to be held in higher regard, a career in engineering is not often recommended with any enthusiasm by school teachers, politicians, TV, newspapers or teenage magazines. Those influencing young people tend to be pop singers, TV actors and sports stars.

It is no wonder, therefore, that many engineering degree courses find it difficult to attract students, with the result that young graduate engineers in many fields are in short supply worldwide. Though Engineering Courses— mining geology, civil engineering and petroleum engineering have no special difficulties in recruitment.

However, this is only part of the story. After graduation and the award of a degree, there is a strong wish to abandon the subject matter of the course and enter a career offering more reward: commerce, banking, accountancy or stock brocking. This causes disappointment to the academy staff who wasted all their efforts to give useful practical knowledge to the students. Modern equipment cannot and should not be operated by young trainees: nowadays operators are often highly skilled and from their ranks should come the line supervisors. Management trainees, after a brief period to acquire general knowledge about the operation, would be better trained by acting as assistants to managers and consulting engineers, and gain experience.

It should be noted that there are engineering courses which must provide a wide and general tuition, covering not only processing methods but also economics, business administration, computer studies, communication skills and basic civil and mechanical engineering which are vital for important career development to senior ranks.

Part II

SCIECE AND TECHNOLOGY

Unit 1

Unit 2

Unit 3

 

Unit 4

 

PROPERTIES OF MATERIALS

UNIT 5

Composite Materials

Read the text.

The combinations of two or more different materials are called composite materials. They usually have unique mechanical and physical properties because they combine the best properties of different materials. For example, a fiber-glass reinforced plastic combines the high strength of thin glass fibers with the ductility and chemical resistance of plastic. Nowadays composites are used for structures such as bridges and boat-building.

Composite materials usually consist of synthetic fibers within a matrix, a material that surrounds and is tightly bound to the fibers. The most widely used type of composite material is polymer matrix composites (PMCs). PMCs consist of fibers made of a ceramic material such as carbon or glass embedded in a plastic matrix. Usually the fibers make up about 60 per cent by volume. Composites with metal matrices or ceramic matrices are called metal matrix composites (MMCs) and ceramic matrix composites (CMCs), respectively.

Continuous-fiber composites are generally required for structural applications. The specific strength (strength- to-density ratio) and specific stiffness (elastic modulus- to-density ratio) of continuous carbon fiber PMCs, for example, can be better than metal alloys have. Composites can also have other attractive properties, such as high thermal or electrical conductivity and a low coefficient of thermal expansion.

Although composite materials have certain advantages over conventional materials, composites also have some disadvantages. For example, PMCs and other composite materials tend to be highly anisotropic—that is, their strength, stiffness, and other engineering properties are different depending on the orientation of the composite material. For example, if a PMC is fabricated so that all the fibers are lined up parallel to one another, then the PMC will be very stiff in the direction parallel to the fibers, but not stiff in the perpendicular direction. The designer, who uses composite materials in structures subjected to multidirectional forces, must take these anisotropic properties into account. Also, forming strong connections between separate composite material components is difficult.

The advanced composites have high manufacturing costs. Fabricating composite materials is a complex process. However, new manufacturing techniques are developed. It will become possible to produce composite materials at higher volumes and at a lower cost than is now possible, accelerating the wider exploitation of these materials.

Part III

Unit 1

M.V. Lomonosov

1. In pairs answer the following questions:

1. Why Lomonosov is often called the founder of Russian science?

2. What did Lomonosov do in the field of Russian education?

Text

M.V. Lomonosov (1711—1765)

Mikhail Vasilyevich Lomonosov was a famous Russian writer, chemist and astronomer who made a lot in literature and science.

Lomonosov was born on November 19, 1711, in Denisovka (now Lomonosov), near Archangelsk, and studied at the University of the Imperial Academy of Sciences in St. Petersburg. After studying in Germany at the Uni­versities of Marburg and Freiberg, Lomonosov returned to St. Petersburg in 1745 to teach chemistry and built a teaching and research laboratory there four years later.

Lomonosov is often called the founder of Russian sci­ence. He was an innovator in many fields. As a scientist he rejected the phlogiston theory of matter commonly accepted at the time and he anticipated the kinetic theo­ry of gases. He regarded heat as a form of motion, sug­gested the wave theory of light, and stated the idea of conservation of matter. Lomonosov was the first person to record the freezing of mercury and to observe the atmosphere of Venus.

Interested in the development of Russian education, Lomonosov helped to found Moscow State University in 1755, and in the same year he wrote a grammar that reformed the Russian literary language by combining Old Church Slavonic with modern language. In 1760 he published the first history of Russia. He also revived the art of Russian mosaic and built a mosaic and colouredglass factory. Most of his achievements, however, were unknown outside Russia. He died in St. Petersburg on April 15, 1765.

 

9. Find Russian equivalents to the following words and phrases in the text:

to be a famous Russian chemist; after studying; to build a teaching and research laboratory; the founder of Russian sci­ence; in many fields; to rejected the phlogiston theory of matter; to anticipate the kinetic theo­ry of gases; to regard heat as a form of motion; to sug­gest the wave theory of light; to state the idea of conservation of matter; to record the freezing of mercury; to observe the atmosphere of Venus; to be interested in the development of Russian education;

 

Unit 2

Marie Curie

Unit 3

JAMES PRESCOTT JOULE

James Prescott Joule, famous British physicist, was born in 1818, in England.

Joule was one of the most 1)...... of his time. He is best known for his research in electricity and thermodynamics. In the course of his 2) …… of the heat emitted in an electrical circuit, he formulated the law, now known as Joule’s law of electric heating. This law states that the amount of 3) ….. produced each second in a conductor by electric current is proportional to the resistance of the conductor and to the square of the current. Joule experimentally verified the law of conservation of 4) ……. in his study of the conversion of mechanical energy into 5) …….

Joule 6) ……. the numerical relation between heat and mechanical energy, or the mechanical equivalent of heat, using many independent methods. The 7) ……, called the joule, is named after him. It is equal to 1 watt-second. Together with the physicist William Thomson (Baron Kelvin), Joule found that the temperature of a gas 8) …… when it expands without doing any work. This 9) ……, which became known as the Joule-Thomson effect, lies in the operation of modern 10) …… and air-conditioning systems.

3. Find in the text the words having the similar meaning to:

a) study, investigation

b) a flow of electric charge

c) preservation of a physical quantity during transformation or reactions

d) energy that causes things to become warmer

e)free, not subject to the control of another

 

Unit 4

A.M. Terpigorev

1. Read aloud:

a. [æ] — flat, 'manager, 'practical, me'chanics, 'graduate, 'capital

[e] — bed,' bedded, 'measure, de'fend, 'pressure, 'deputy, dealt,

head

[ɔː] — all, score, a'ward, 'order, born

[i:] — 'even, seam, de'gree, 'teacher

[ɑː] — hard, pass, class, draft, charge

[u:] — choose, soon, too, food

 

b. Read the following words and memorize how to pronounce them.

academician	[əˌkadə'mɪʃ(ə)n]
diploma	[dɪp'lo͟umə]
elementary	[ˌelɪ'ment(ə)rɪ ], [ˌelə'ment(ə)rɪ]
senior	['siːnɪə, 'siːnjə]
honour	['ɔnə]
deputy	['depjutɪ]

Text A

Academician A.M. Terpigorev is a well-known mining engineer who successfully combined his practical experience with scientific research. He was born in 1873 in Tombov. In 1892 he finished school with honors and decided to get a higher education. He chose the Mining Institute in St. Petersburg, passed all entrance examinations successfully and became a student of the Mining Institute.

At the Institute he studied the full range of subjects relating to metallurgy mining and mining mechanics.

At that time students’ specialization was based on descriptive courses and elementary practical training. One of the best lecturers was A.P. Karpinsky. His lectures on historical geology were very popular.

During his practical training Terpigorev visited mines and saw that the miners’ work was very difficult. While he was working m the Donbas he collected material for his graduation paper which he soon defended. The Mining of flat seams in the Donbas was carefully studied and described in it.In 1897 Terpigorev graduated from the Institute with a firs-class diploma of a mining engineer.

His job as a mining engineer was at the Sulin mines where he worked for more than three years first as Assistant Manager and later as Manager From 1900 till 1922 Terpigorev worked at the Yekatennoslav Min­ing Institute (now the Mining Institute in Dnepropetrovsk).

In 1922 he accepted an offer to take charge of the mining chair at the Moscow Mining Academy and moved to Moscow. From 1930 headed the chairs of Mining Transport and Mining of Bedded Deposits at the Moscow Mining Institute.

Academician Terpigorev took a particular interest in mine safety. As a result of his investigations a series of safety measures in gassy collieries was worked out. For some time he was working on the problem of fire damp, the most harmful and dangerous of all the gases in mines.

His two-volume work Coal Mining and Mine Transport Facilities is а full description of the state of mechanization and the economy of Donbas. His other works are about mining transport facilities mecha­nization of coal mining and mining machinery. He is one of the pioneers in scientific methods of coal gasification.

Литература

 

1. Агабекян, Английский для инженеров

2. Баракова М.Я., Журавлёва Р.И., Английский язык для горных инженеров.- Москва: Высшая школа, 2001-288с.

3. Glendinning, Eric H. Technology 2 / Eric H. Glendinning, Alison Pohl. – Oxford: Oxford University Press, 2008.

4. Glendnning, Eric H. Oxford English for Electrical and Mechanical Engineering / Eric H. Glendnning, Norman Glendnning. – Oxford: Oxford University Press, 2001.

5. Michael McCarthy, Felicity O’Dell “English Vocabulary in use” Cambridge University press, 2000, ISBN 0 521 423961, 296 p.

6. Интернет сайты газет: BBC News, The Independent, BBC News Magazine, AP Business

 

 

 

Методические указания

по развитию навыков устной речи и чтения

для студентов младших курсов

Технических направлений

 

 

Мурманск
Издательство МГТУ
2016

 

 

Составители –

Егорова Ирина Викторовна, ст. преподаватель кафедры иностранных языков Мурманского государственного технического университета Максимова Евгения Михайловна, ст. преподаватель кафедры иностранных языков Мурманского государственного технического университета

 

Методические указания рассмотрены и одобрены кафедрой 16 мая 2016 г., протокол № 9

 

 

Рецензент –

А. В. Малаева, доцент кафедры иностранных языков МГТУ

 

Редактор Г. В. Зобнина

 

© Мурманский государственный
технический университет, 2016

© И. В. Егорова, Е.М. Максимова,2016

 

ОГЛАВЛЕНИЕ

 

ВВЕДЕНИЕ 4

PART ONE. TECHNICAL EDUCATION

Unit 1.First Technical Schools in Russia................................................................................ 9

Unit 2.Higher Technical Education in Russia....................................................................... 55

Text A................................................................................................................................... 21

Text B................................................................................................................................... 29

Unit 3. Technical Education Abroad.................................................................................... 40

Unit 4. Technical Education in Great Britain and USA....................................................... 49

Text A................................................................................................................................... 55

Text B................................................................................................................................... 55

 

 

PART TWO. SCIENCE AND TECHNOLOGY…………..23

Unit 1. What is Engineering? (Text 1).................................................................................... 9

Unit 2. What is Engineering? (Text 2).................................................................................. 21

Unit 3. How Materials React to External Forces.................................................................. 29

Unit 4. Properties of Materials.............................................................................................. 40

Unit 5 Composite Materials................................................................................................. 49

PART THREE.FAMOUS PEOPLE OF SCIENCE AND ENGINEERING62

Unit 1. M.V.Lomonosov........................................................................................................ 9

Unit 2. M.S.Curie................................................................................................................. 21

Unit 3. J. P. Joule.................................................................................................................. 29

Unit 4. A.M.Terpigorev........................................................................................................ 40

 

ИСПОЛЬЗОВАННАЯ ЛИТЕРАТУРА……………………………………………… 86

 

ВВЕДЕНИЕ

Данные методические указания предназначены для формирования навыков устной речи и чтения у студентов 1-2 курсов технических специальностей.

Методические указания состоят из трёх частей, каждая из которых включает тексты, предтекстовые и послетекстовые лексические упражнения, целью которых является расширение активного и пассивного словаря и закрепление навыков монологической и диалогической речи. Кроме того, все разделы содержат упражнения для активизации грамматического материала, изучаемого на младших курсах.

В результате работы с данными методическими указаниями студенты должны расширить свой лексический запас за счет новых слов и терминов, научиться говорить на английском языке на темы, предусмотренные программой.

Методические указания могут быть использованы на аудиторных занятиях, как в полном объеме, так и выборочно по усмотрению преподавателя, а также для самостоятельной работы студентов.

RART 1

Technical Education

Unit 1